| Competences |
| Type A | Code | Competences Specific |
| A5 | Be able to conceive and develop centralised or distributed IT systems or architectures integrating hardware, software and networks. | |
| A7 | Be able to define, evaluate and select hardware and software platforms for the development and execution of IT systems, services and applications. | |
| CM9 | Know, understand and evaluate the structure and architecture of computers, and the basic components that comprise them. | |
| CM14 | Have knowledge of and apply the fundamental principles and basic techniques of parallel, concurrent, distributed and real-time programming. | |
| CP1 | Have a deep knowledge of the fundamental principles and models of computation and know how to apply them to interpret, select, evaluate, model and create new concepts, theories, uses and technological developments related to IT. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| C4 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A5 |
Design and evaluate a superscalar processor. Design and evaluate a parallel processor. Evaluate new and advanced techniques for the implementation of processors. Understand and apply the basics of parallel computing. | |
| A7 |
Design and evaluate a superscalar processor. Design and evaluate a parallel processor. Evaluate new and advanced techniques for the implementation of processors. | |
| CM9 |
Design and evaluate a superscalar processor. Design and evaluate a parallel processor. Evaluate new and advanced techniques for the implementation of processors. Be able to apply program optimisation techniques for an efficient use of the architecture. Understand and apply the basics of parallel computing. | |
| CM14 |
Understand and apply the basics of parallel computing. | |
| CP1 |
Design and evaluate a superscalar processor. Design and evaluate a parallel processor. Be able to apply program optimisation techniques for an efficient use of the architecture. Understand and apply the basics of parallel computing. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| C4 |
Produce grammatically correct oral texts. Produce well structured, clear and effective oral texts. Produce oral texts that are appropriate to the communicative situation. Produce grammatically correct written texts Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation |
| Contents |
| Topic | Sub-topic |
| 1. Evaluation of performance, consumption and cost of processors | 1.1. Key concepts: Von Neumann architecture, technologies, trends and challenges. 1.2. Performance: MIPS, MFLOPS, execution time, speedup, benchmarks, Top 500. 1.3. Amhdal's law. 1.4. Consumption: static and dynamic, chip multiprocessors, Green 500. 1.5. Die area and fabrication cost |
| 2. Analysis and design of superscalar processors | 2.1. Key concepts. 2.2. Execution model: stages. 2.3. Structures: instruction window, reservation stations, reorder buffer. 2.4. Speculative execution: branches, recovery. 2.5. Interrupts, traps, and exceptions |
| 3. Analysis of parallel processors | 3.1. Key concepts. 3.2. Multiprocessor 3.3. Cache coherence. 3.4. Multithread. 3.5. Multicore. 3.6. Other architectures 3.7. Introduction to parallel programming |
| 4. Program optimizations | 4.1. Key concepts. 4.2. Sequential optimizations. 4.3. Memory optimizations. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 0 | 2 | ||||||
| Lecture |
|
14 | 20 | 34 | ||||||
| Problem solving, classroom exercises |
|
7 | 16 | 23 | ||||||
| Laboratory practicals |
|
26 | 40 | 66 | ||||||
| Presentations / expositions |
|
2 | 12 | 14 | ||||||
| Personal tuition |
|
2 | 2 | 4 | ||||||
| Extended-answer tests |
|
2 | 0 | 2 | ||||||
| Objective short-answer tests |
|
2 | 0 | 2 | ||||||
| Practical tests |
|
2 | 0 | 2 | ||||||
| Oral tests |
|
1 | 0 | 1 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Description of the objectives, content and assessment process. |
| Lecture | Explanation of theoretical concepts using slides and whiteboard. |
| Problem solving, classroom exercises | Exercises related to the background theory are presented to the students. |
| Laboratory practicals | Application of theoretical knowledge to specific situations, using computers, simulators and other laboratory stuff. |
| Presentations / expositions | Public presentation of a specific topic that extends the concepts introduced in lectures. |
| Personal tuition | Clarification of concepts and solving questions individually |
| Personalized attention |
| Description |
| Professor is available at his office to attend students individually in order to solve any question related to the course. |
| Assessment |
| Methodologies | Competences | Description | Weight | |||||
| Objective short-answer tests |
|
Test of short questions where students must show the theoretical knowledge of the subject. | 17% | |||||
| Extended-answer tests |
|
Test consisting of problem solving where students will apply theoretical knowledge of the subject. | 17% | |||||
| Practical tests |
|
Working in group to develop a project: preliminary analysis, design, implementation and documentation. There will be an individual interview. | 33% | |||||
| Oral tests |
|
Public presentation of a specific topic that extends the concepts introduced in lectures. | 33% | |||||
| Others |
| Other comments and second exam session | |||
|
First call: continuous assessment Second call: a final exam, an individual project and an individual presentation. |
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| Sources of information |
| Basic |
Professors AC, Transparències AC , 2012, DEIM-ETSE-URV
John L. Hennessy i David A. Patterson, Computer Architecture: A Quantitative Approach,, 2011, Morgan Kaufmann
William Stallings, Computer Organization and Architecture: Designing for Performance, 2010, Pearson Education
John Paul Shen, Modern Processor Design: Fundamentals of Superscalar Processors, 2005, McGraw Hill |
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| Complementary |
Saijan Shiva, Computer Organization, Design, and Architecture, 2008, CRC Press
David Kaeli i Pen-Chung Yew, Speculative Execution in High-Performance Computer Architectures, 2005, Chapman & Hall/CRC
Parhami Behrooz, Computer Architecture: from Microprocessors to Supercomputers, 2005, Oxford University
Harvey Cragon, Computer Architecture and Implementation, 2000, Cambridge |
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| Recommendations |
| Subjects that continue the syllabus | ||
|
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| Subjects that it is recommended to have taken before | ||||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.